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Symposium 2024 - abstracts

 

  1. IWRD model of transition children with autism to regular kindergarten

    Anna Budzińska, Ph.D., Anna Lubomirska, Ph.D., Institute for Child Development.
    Inclusive education is understood as an approach in the process of education and upbringing, the aim of which is to increase the educational opportunities of all learners (…). It is (...) an approach to education aimed at adapting educational requirements, learning conditions and organization of education to the needs and capabilities of each student ucznia (…)” (source: https://www.gov.pl/web/edukacja/edukacja-wlaczajaca).
    The opportunity of successful inclusion for children with ASD is increased by adapting the place where the inclusion process takes place, i.e. kindergarten or school, and appropriate teachers’ and neurotypical peers’ educating. However, the crucial part in the inclusion process are skills of the student with ASD. Teachers and parents often ask themselves: will the child be able to cope in a group, what activities should he or she participate in and how long can he or she stay in the group so that the inclusion process is successful? To make such decisions easier and, above all, to help a child with ASD as effectively as possible, at the Institute for Child Development we are creating a three-stage inclusive education model. By using this model, teachers and other specialists receive knowledge on what skills a student with ASD must have to participate independently in specific activities, and how long he or she should stay in the group to achieve success.

  2. The Transition to Adulthood: Necessary Considerations and Applications

    Kristin Cassidy, M.A., BCBA, Emma Quigley, M.A., Eric Rozenblat, Ph.D., BCBA-D, Institute for Educational Achievement.
    The continuation of services does not cease to exist when autistic individuals enter their adolescence and adult years. In fact, the skills individuals learn in their early educational years helps to ensure the necessary pre-requisite skills are in place. These pre-requisite skills lead to new and exciting opportunities in the workplace and community settings. Further, these experiences increase the probability that autistic adults will lead a happy and independent life. With new experiences comes opportunities for advocacy and education, while also increasing the need for support when exposed to these new experiences as this helps to ensure that autistic adults are maximizing their potential. The purpose of this presentation is to discuss how The Institute for Educational Achievement prepares autistic individuals for adulthood. Information will also be shared on the systems used to achieve success and how advocacy efforts play an important role in the continued development of skills.

  3. Teaching Social Skills through Integration and Individualization: PCDI’s Summer Wonders Program

    Amanda S. Freeman, Ph.D., BCBA; Christa Kassalow, M.Ed, BCBA, Princeton Child Development Institute.
    Learners with autism struggle to develop social skills repertoires in the same manner as their same-age, neurotypical peers. As learners mature into adolescence and adulthood, valuable opportunities to teach peer interactions decrease as does accessibility to inclusive community recreation programs such as summer camps and extracurricular activities. This presentation will describe methods used to expand social skills repertoires for teenagers with autism in an inclusive summer program.  

  4. Effective Procedures for Transitioning Students with Autism from Intensive to Minimally-Supportive Intervention Settings

    Sandra R. Gomes, Ph.D., BCBA-D, Paul Shreiber, MA, BCBA; Kevin J. Brothers, Ph.D., BCBA-D; Priya Patil, MA, BCBA; Emily E. Gallant, Ph.D., BCBA-D., Somerset Hills Learning Institute
    Successful transition from an intensive intervention environment to a more mainstream setting containing minimal supports is a highly-valued goal for nearly all recipients of applied behavior analytic intervention. Over more than two decades in operation, Somerset Hills Learning Institute, a private, not-for-profit school for children with autism, has supported over 20% of its students in returning to less-restrictive school settings. We attribute this success rate to the quality of our behavioral systems, readiness criteria, and intervention procedures which have been carefully developed and continually refined over the years. Our transition model begins with reduced instructor-to-student ratios, moves to splitting instructional time between the target and private school settings, and ultimately leads to full-day attendance in the target setting. We will describe in detail the scope and standards for our readiness criteria, with special attention to how these support the social validity (Wolf, 1978) and effectiveness (Baer et al.; 1968) of our associated teaching practices. Strategies to mediate generalization, program common stimuli, and train to sufficient exemplars surrounding the target setting will be further detailed. Representative sample data will illustrate student acquisition of target skills, individualized teaching decisions, and adaptability and creative problem-solving supporting timely progress toward the transition goal.

  5. Promoting Independence to Achieve Community Integration for People with Autism.

    Alison Gillis, PhD., Katie Wilson, M.A., Allison Kanner-Murray, M.A., Susan M. Vener, PhD, Foundry 6:1:3
    It is critical to establish independence as a goal for people with autism. As people with autism move into adolescence and adulthood, programming shifts from academics to preparation for community integration. It is necessary to teach the skills that are required in community settings, and to prepare for independent living. This talk will address the major areas of programming that are important in planning for the future, including communication, self-care, self-management, and community safety. In addition, we will discuss the systems that are important in supporting the successful achievement of these goals.

© Instytut Wspomagania Rozwoju Dziecka. Wykonanie: Studio WWW 


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